| Abstrakt: |
This study uses an interactionist framework to examine conceptions of effective music teaching held by five preservice music educators and the influence of these conceptions on the participants' developing teacher role-identities. While some studies of effective teaching have focused on lists of characteristics used for evaluation of teacher effectiveness, more recent research suggests that examinations of effective teaching cannot and should not be reduced to narrowly defined skiiis or behaviors. Instead researchers suggest a more holistic approach to the study of teaching, including the idea that preservice and practicing teachers can themselves provide important insights into knowledge about teaching. Additionally, research literature on teacher identity formation has become increasingly prevalent in recent decades and much of this literature draws on interactionist and constructivist theoretical frameworks. This study employs a multiple case study design in which five preservice music teachers are followed for nearly two years. A model designed for analysis and interpretation of data, based on symbolic interaction theory, is presented. Findings indicate that conceptions of effective music teaching can be analyzed by grouping beliefs about skills, characteristics, and knowledge of effective music teachers, and thus contents of role-identities, into three broad categories: (a) personal skills and qualities; (b) teaching skills and knowledge; and, (c) musical skills and knowledge. Findings also indicate that music teachers develop highly individualized role-identities based on occupational goals and interactions with peers and other teachers. Recommendations for design of music teacher preparation programs are proposed, including: (a) changes in the terminology used to describe teaching internships; (b) recognition of musical skills and knowledge as a foundation for music teacher effectiveness; (c) exploration of personal histories, beliefs, and role-identities as an essential component of teacher preparation; (d) recognition and open discussion about inherent issues arising from inauthentic teaching scenarios; and, (e) increased efforts to integrate and strengthen connections between preservice teachers' experiences inside and outside of the teacher preparation program. [ABSTRACT FROM AUTHOR] |
